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All Journal Thawalib: Jurnal Kependidikan Islam International Journal of Educational Narratives
Omar Khan
Herat University
Education

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Implementation of an Outcome-Based Education Curriculum in Improving the Competence of Graduates of the Islamic Education Management Study Program Ach. Baidowi; Syamsudin Syamsudin; Omar Khan
Thawalib: Jurnal Kependidikan Islam Vol. 7 No. 1 (2026): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v7i1.858

Abstract

Rapid technological development has widened the gap between educational needs and industry needs. Outcome-Based Education aligns curriculum, teaching, and assessment to produce competent, work-ready, and relevant graduates. This research aims to analyze the implementation of Outcome-Based Education in the Islamic Education Management Study Program at Institut Agama Islam Negeri Madura. The study employs a qualitative case study design. Data were collected through interviews, observations, and documentation, and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that the Outcome-Based Education curriculum is systematically designed by integrating graduate learning outcomes, core and supporting courses, achievement standards, and continuous evaluation mechanisms. The curriculum structure and content are aligned with industry requirements, academic development, professional competence, and the cultivation of students’ religious character. The learning process emphasizes active and participatory learning through lectures, discussions, practical training, internships, community service programs, and individual and group assignments to strengthen understanding, skills, independence, and critical thinking. Assessment is conducted through lecturer evaluation, student participation, midterm and final examinations, assignments, scientific article writing, and performance assessment. Continuous curriculum evaluation ensures alignment among learning outcomes, teaching methods, and instructional materials, thereby supporting the development of competent, professional, and competitive graduates.
The Impact of Virtual Reality on Collaborative Learning in Higher Education Aceng Haetami; Omar Khan
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1611

Abstract

The rapid advancement of technology has led to the integration of Virtual Reality (VR) in various sectors, including education. In higher education, collaborative learning is a key element in enhancing student engagement and learning outcomes. However, traditional learning environments face limitations in fostering effective collaboration among students. Virtual Reality offers innovative solutions by creating immersive and interactive environments that can bridge the gap between physical and virtual spaces. This study aims to investigate the impact of VR on collaborative learning in higher education, exploring how VR technologies influence student interaction, engagement, and overall learning outcomes. The research uses a mixed-methods approach, combining qualitative interviews with students and faculty and quantitative data through surveys. The study focuses on students who participated in VR-based collaborative learning activities across different disciplines. Preliminary results indicate that VR enhances communication, problem-solving, and teamwork among students, fostering a more engaging and productive learning experience. Additionally, students reported increased motivation and a deeper understanding of complex concepts through the immersive nature of VR. The study concludes that VR is a valuable tool for enhancing collaborative learning in higher education, offering potential for wider application in various academic fields. Further research is recommended to explore the long-term effects of VR in educational settings and its scalability across diverse institutions.
Co-Authors Aceng Haetami Ach. Baidowi Syamsudin Syamsudin